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Teaching and Diversity: Meeting the Challenges for Innovative Teacher Assessments

Author(s):
Dwyer, Carol A.
Publication Year:
1993
Report Number:
RR-93-30
Source:
ETS Research Report
Document Type:
Report
Page Count:
11
Subject/Key Words:
Praxis Series, Teacher Certification, Teacher Evaluation, Test Construction, Test Fairness

Abstract

(11pp.) This article describes how ETS staff and associates addressed equity and diversity in the development of The Praxis Series: Professional Assessments for Beginning Teachers. This process included: 1) articulation of a conception of teaching and learning, with emphasis on equity and diversity; 2) creation of performance assessment criteria that validly and fairly represent the complexity of teaching and avoid prescription of one right way to teach; and 3) development of a system for training local educators as assessors. Three guiding principles regarding diversity and equity followed in developing the Praxis III are that teacher assessments should: 1) respect the complexity of teaching and learning; 2) contribute to the equitable treatment of all teachers and students; and 3) contribute to the professionalization of teaching. The framework for teacher assessment used in Praxis III describes four broad domains which are described briefly here and summarized in a table along with examples of the infusion of culturally-responsive pedagogy. The author notes that although alternative forms of testing are generally assumed to be less biased than M-C tests, it remains to be seen whether these new forms of assessment will actually meet the expectations of fairness to minorities. (JGL)

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